Abstract We conducted a review of the literature on articles published between 1987 and 2017 on the application of constant time delay (CTD) as an instructional procedure to teach students with mild or moderate intellectual disability. An analysis of 18 empirical studies supported the effectiveness of the CTD procedure. Measures included acquisition, maintenance, and generalizability of student learning. Research suggests that CTD is an effective, near-errorless instructional procedure that promotes positive student outcomes across learning domains (e.g., academic, vocational, and domestic). The research reviewed documented the fact that CTD is more efficient, as measured by trials-to-criterion, when compared to other commonly used instructional practices. In conducting the present analysis, notable themes emerged and are discussed. Last, implications for future research to practice is provided.

中文翻译：

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恒定的时间延迟来教智障学生

摘要我们对1987年至2017年发表的文章中的文献进行了回顾，该文章将恒定时间延迟（CTD）用作指导轻度或中度智障学生的教学程序。对18项实证研究的分析支持了CTD程序的有效性。措施包括学生学习的获得，维护和推广。研究表明，CTD是一种有效的，几乎没有错误的教学程序，可促进跨学习领域（例如，学术，职业和家庭学习）的积极学生成果。审查的研究记录了这样一个事实，即与其他常用的教学实践相比，通过按标准进行试验来衡量，CTD的效率更高。在进行本分析时，出现并讨论了重要的主题。持续，